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1.
ABSTRACTDigital education, now common in higher education, is particularly evident in the expansion of blended and fully online offerings at universities. Central to this expansion are educational developers, staff who support teaching and learning improvement in courses they do not themselves teach. Working closely with staff, students, and the curriculum, educational developers see first-hand how the digital learning agenda is both implemented and experienced. This article reports on findings from a national study of three educational development groups: academic developers, academic language and learning developers, and online educational designers, from 14 Australian universities. Although their institutional settings, roles, and work practices varied considerably, a central theme was the tension arising from a perceived shift in institutional priorities from ‘people development’ to ‘product development’: that is, from building human (educator) capacity towards curriculum resource development, particularly for the online environment. Participants reported a decline in autonomy, with institutional strategy and targeted projects increasingly directing both the work that gets done, and the skill sets required to do it. Their observations have implications for how universities conceptualise the development and support of the educational process. 相似文献
2.
The ideal online course 总被引：4，自引：0，他引：4
Alison Carr-Chellman & Philip Duchastel 《British journal of educational technology : journal of the Council for Educational Technology》2000,31(3):229-241
This paper addresses many of the key issues facing designers of web-based university level courses. Drawing from experience in distance education and web-based design, we develop a set of key components to be addressed when creating an 'ideal' online course. Such an analysis forces a consideration of what constitutes good online teaching as well as good use of the technologies that are more and more present in our instructional environments. 相似文献
3.
The purposes of this study were to compare the instructional methods and strategies identified as useful in online teaching
environments with those used in a face-to-face teaching environment, to investigate relationships between the perceived usefulness
of instructional strategies and methods used by higher education faculty in both teaching environments, and to identify instructional
methods transferred from an online to a face-to-face teaching environment. The following instructional methods were found
to have a significant relationship with the instructional environment: student collaborative projects, student-to-student
electronic discussions, lecture (direct instruction), questioning and feedback to students, and e-mail communication with
the instructor.
Both authors are at Drake University. Peggy Steinbronn. Ed.D., Drake University, is the Instructional Technology Manager.
Special interests include technology integration, faculty professional development, and online instruction. Eunice Merideth,
Ph.D., Iowa State University, is the Associate Dean of the Drake School of Education. Her special interests include technology
integration, social justice, and distance learning. Contact the authors at peggy.steinbronn@drake.edu and eunice.merideth@drake.edu 相似文献
4.
Theoretical foundations for enhancing social connectedness in online learning environments 总被引：2，自引：0，他引：2
Group social structure provides a comfortable and predictable context for interaction in learning environments. Students in face‐to‐face learning environments process social information about others in order to assess traits, predict behaviors, and determine qualifications for assuming particular responsibilities within a group. In online learning environments, however, negotiating social information and maintaining social connectedness can pose challenges for participants. Nonverbal strategies one typically uses for enhancing communication and overcoming ambiguity – such as an approving smile or a questioning brow – must be approached differently while learning online where fewer sensory communication channels are typically available. We present the theoretical foundation for how social information processing and group structure theories may be combined to assist instructional designers in further examining the social system perceived by the online learner. We propose a framework for thinking more systematically about the development of group social structure in online learning environments. 相似文献
5.
This article provides an overview of relevant connections that can be used to strengthen an instructor's mentoring abilities, specifically those connections between adult development, technological interaction elements, use of course management software, and corresponding mentoring practices. From a context supported by literature within adult development and computer-mediated communication, the authors examined a series of courses at a large university and how mentoring and instruction were infused. In this article, mentoring refers to a collective process that guides and facilitates a learner's educational growth. The unique nature of adult learners and their educational needs emphasises the need for a facilitative rather than a didactic approach in technology-supported courses. Various facets of interactions and the concept of transactional distance provide an additional framework from which to examine professional practice. The authors recommend further refinement and development of the mentoring practices that infuse emerging technologies and facilitate the teaching and learning process. 相似文献
6.
《学校用计算机》2013,30(3-4):33-54
Summary With over two million students projected to be enrolled in higher education distance learning courses by the year 2002, it is imperative that consideration be given to the design of high-quality online programs. Using the framework of grounded design as a context for dealing with the range of design decisions that best facilitate learning outcomes, five areas are discussed: psychological, pedagogical, technical, cultural, and pragmatic (Hannafin, Hannafin, Land, &; Oliver, 1997). Examples are provided of how each area of grounded design can be used, as instructional designers, content experts, and others establish Web-based programs in higher education. 相似文献
7.
The notion of multiculturalism is vital in our global society. The emergence of efficient and effective distance learning technologies has permitted the integration of innovative techniques in the delivery of multicultural content to individuals who need flexible and convenient education and training opportunities. Strategies form the instructional foundation that promotes engagement of learners. Integral to these strategies are those that relate to personal belief systems and extension of those belief systems to behaviors. This article will add new ways of teaching and learning in the areas of diversity and multiculturalism by offering a model for building highly supportive, engaging online environments, where instructors, trainers, and instructional designers use multiple strategies to build virtual environments that foster a sense of dignity, respect, and understanding: all critical elements in a global environment. 相似文献
8.
During the COVID-19 pandemic, higher education institutions have been faced with a rapid shift to remote digital learning across courses. The resultant proliferation of online learning in traditional, hybrid, and distance higher education courses has enhanced the possibilities for technology-supported student-centered learning design. The prominence of feedback in student-centered teaching could be argued in two ways: (1) instructed learning is based on interaction and communication in which the teacher provides personalized information to students about their progress and (2) feedback is oriented towards students’ improvements, which in turn guides student engagement. Therefore, feedback addressing students’ personal needs integrates multiple dimensions and profoundly influences learning. In response to J. Borup, R. E. West, and R. Thomas (2015)’s article The Impact of Text Versus Video Communication on Instructor Feedback in Blended Courses we discusses the efforts to prepare higher education for online learning. During the pandemic, teachers rapidly faced requirements for providing feedback to students remotely and performing all teaching roles online. The authors in this section build a strong argument that feedback with a supportive function is essential in a time when students and teacher are working remotely. They argued for personalized learning requiring feedback at different points of the learning process that utilizes a range of feedback functions and forms and, most of all, employs contextualization and a situated approach.
相似文献9.
Designing e-learning environments for quality professional education is a challenge for education designers, as the continuing practice of simply moving courses online can be surprisingly disabling. We argue that as universities strive to educate for excellence in professional practice, design approaches for the e-learning components must be conceptualized in a broader view of a contemporary learning environment involving integrated virtual and physical dimensions. These are comprehensively considered in an integrated way to facilitate learning experiences providing an emphasis on grounded practice. Our paper considers learning environments in the service of a broader understanding of a professional "practicum." In providing the more flexible, immediate and evolving virtual experiences, e-learning as a feature must take account of a range of education design considerations we model in a framework of elements. These are outlined, and broader issues are illuminated through a comparative case analysis of educational technology developments at Deakin University in the two professional fields of teaching and journalism. The Education Studies Online (ESO) project and the HOTcopy newsroom simulation project exemplify elements of the approach recommended in addressing the challenges of quality professional education. We highlight the generative role of the education designer in adopting an integrative and strategic stance, when creating such environments. Implications for the selection and use of various e-learning resources and corporate e-learning systems become evident as we highlight the dangers of a returning "instructional industrialism" as we risk allowing courses to "move online", rather than moving towards proposed features of contemporary learning environments. 相似文献
10.
Taryn Hess Glenda Gunter 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(3):372-385
When combining the increasing use of online educational environments, the push to use serious video games and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. A mix methods model was used to triangulate statistical and qualitative findings on student performance, completion time, student intrinsic motivation, as well as desirable, undesirable, helpful and hindering aspects of serious game‐based and nongame‐based courses. Students in the game‐based course were found to have performed significantly better and to have taken significantly longer. Students and teachers in the game‐based course provided more reasons for student motivation along with more desirable, more helpful and less hindering aspects compared to students and teachers in the non‐game‐based course. In addition, students and teachers in both courses provided an equal number of undesirable aspects. The results from this study inform instructional designers, teachers, education stakeholders and educational game designers by providing research‐based evidence related to the learning experiences and outcomes of the serious game‐based online course. 相似文献
11.
Betul C. Czerkawski 《Interactive Learning Environments》2016,24(8):1850-1863
The considerable increase in web-based knowledge networks in the past two decades is strongly influencing learning environments. Learning entails information retrieval, use, communication, and production, and is strongly enriched by socially mediated discussions, debates, and collaborative activities. It is becoming critical for educators to better understand and become skilled at utilizing online networks and their affordances to improve the quality of learning experiences for their students. Along the same lines, networked learning could be seen as an effort to respond to the advances in electronic networks by putting the focus on the students and paying close attention to their educational needs, learning preferences, and social interactions. The aim of this paper is to review and synthesize empirical research on networked learning for online higher education courses and offer suggestions for future studies based on the gaps found in the literature. Implications of networked learning for instructional design are also discussed. 相似文献
12.
The blurring of distinctions between online and distance education in many parts of the developed world has led to reflections on the strategies and processes by which we create effective online learning environments for the distance education learner. In this article we argue that the foundational models of instructional design that typically inform the design, development, and delivery of online environments do not always support the epistemology and pedagogy that embodies the online environment. Through an analysis of current approaches to instructional design we present a case for adopting principles of emergence theory as a means to best harness the power and potential of design and development for online distance education. Using a prototype three‐phase design model that embodies emergent principles we advocate that to achieve the full potential of interaction and community networks through online communications requires a repositioning of roles and processes associated with “instructional design.” 相似文献
13.
《学校用计算机》2013,30(2-3):27-41
Summary Utilizing the full potential of distance education requires an understanding of how the absence of face-to-face communication affects the relationship between teaching behaviors and learning outcomes. Teachers' awareness of how their teaching behaviors change across distance and conventional contexts can assist them in overcoming the limitations of distance learning. This paper describes the development of two content analysis instruments for analyzing teacher-learner interaction patterns in order to enable educators to (a) identify the effect of separation from learners by space and/or time, (b) examine the relationship between interaction patterns and learning outcomes, (c) identify teacher-learner interactions which comprise essential elements of effective distance education, (d) increase the effectiveness of the instructional design, (e) plan more effective staff development programs, and (f) enable decision makers to assess the effectiveness of distance learning programs. 相似文献
14.
ABSTRACTThe purpose of this research is to identify the specific skills required of videoconference teachers who teach K–12 distance education courses. Many schools and educational districts worldwide are using videoconference technology to deliver courses to students as an economic solution when they cannot afford specialised teachers at remote locations. However, teachers are rarely trained to use this instructional technology and must therefore translate their experience in face-to-face and/or online teaching to this alternative medium. The collective case study used observations and interviews of eight teachers across five schools to identify the specific skills required to teach in a way that they perceived as successful in a videoconference class. It was found that teachers are largely under-prepared with strategies to project presence, develop relationships, foster interaction, manage the course and teach content across a distance when the screen is the main tool of connection. The authors offer a path to improvement that involves supporting teacher action research, creating communities of inquiry and developing teaching quality standards specific to videoconference. 相似文献
15.
Belinda Lawrence 《Distance Education》2018,39(1):54-68
AbstractInnovation is a key goal of many tertiary education and distance learning providers. This research explores how teachers and educational designers across three New Zealand tertiary institutions worked to innovatively achieve teaching goals. A longitudinal design using the Cultural Historical Activity Theory (CHAT) framework explored the influence of individual and institutional factors on innovation in online course design. Data included interviews, observations of practice, and publicly available institutional documents, which were coded using a grounded theory approach. Peer relationships and institutional technologies were significant in enabling staff to work innovatively. Constraining factors included high workload, research pressures, lack of time to experiment, and limited technological support. Contradictions between institutional policies and teachers’ goals in innovating were noted. This research has relevance to those working in a variety of educational settings due to the increasing influence of institutional and government policy on teaching practice. 相似文献
16.
Sandanayake Thanuja Chandani Karunanayaka Shironica Priyanthi Madurapperuma Ajith Parakum 《Education and Information Technologies》2021,26(3):3135-3154
Open Educational Resources (OER) integrated online courses provide a rich and a flexible learning environment to acquire knowledge and skills among undergraduates. A significant issue with OER-integrated online courses is the poorly addressed instructional design features. Instructionally rich online courses will have a greater impact on both teaching and learning. This study is aimed at exploring different support systems in relation to the undergraduate learning process through the design of OER-integrated online courses. It explored design features under four main Instructional Design (ID) aspects, being: Information Design, Instruction Design, Interface Design and Interaction Design. The study adopted a Design-Based Research approach through analysis, design, development, implementation and evaluation of an intervention in multiple phases, using mixed methodologies. This resulted in a design framework with reusable design principles for OER-integrated online learning. The outcomes of this study will contribute to enhance OER-integrated course design and to develop undergraduate education.
相似文献17.
境内外学生对网上学习环境的评价之比较 总被引：1，自引：0，他引：1
在全球范围内网上教学越来越成为主要的教学模式之一.然而,我国内地和境外的高等院校建构了怎样的网上学习环境呢？本研究邀请具有网上教学经验的四所内地高校和七所境外高校参加,采用问卷调查和比较研究的方法,通过学生对网上学习环境的评价,比较我国内地和境外高等院校的网上学习环境.本调查收回有效问卷2,311份,内容包括八个方面：技术支持、教学设计、内容设计、网站设计、灵活性、学生互动、教师支持,以及学习评估.研究表明,我国内地和境外高校建立的网上学习环境都注重到了以上八个层面的主题,然而,内地的高校提供更多的是技术支持,而境外高校在教学设计、课程设计、网站设计、灵活性等方面则给予了更多的重视.作者希望,本研究结果能有助于远程教育机构改进网上学习环境,增进网上教学的效果. 相似文献
18.
Melissa Rizzuto 《TechTrends》2017,61(1):77-86
An increased need for self-paced, online professional development opportunities in higher education has emerged from a variety of factors including dispersed geographic locations of faculty, full teaching loads, and institutional evaluation requirements. This article is a report of ?the examination of the design and evaluation of a self-paced online faculty development course about rubrics. A mixed-methods research design was implemented to collect quantitative and qualitative data from faculty members upon completion. Data obtained from an evaluation questionnaire, rubric artifact, self-reflections, and teaching improvement plan revealed that faculty viewed the course as a positive and useful experience. Specific design recommendations for instructional designers and faculty developers of self-paced online courses are provided. These design recommendations emphasize adult learning principles and transformative learning through self-reflection. 相似文献
19.
《学校用计算机》2013,30(1):249-265
Abstract A Web-driven problem-based learning environment and instructional system was conceived and developed to study the marriage of the problem-based learning instructional method and Web technologies for instructional delivery of educational administration content material. The project described herein was undertaken to examine the efficacy of implementing this new mode of instruction in graduate courses in educational leadership. The ultimate goal of this line of research is to enhance the development of applications of Web technologies to support problem-based learning and improve the efficiency and efficacy of this instructional form in practice across higher education settings. This article describes the prototype software, the rationale and theoretical framework supporting its development, the process and results of research conducted during production and beta-testing, and the educational significance of the project. 相似文献
20.
Robert Gray 《Technology, Pedagogy and Education》2019,28(4):473-484
ABSTRACTTaking full advantage of the educative benefits of interaction in digital learning environments will require the development of new theoretical frameworks that can contribute to a richer understanding of interaction. Literary theory provides an excellent place to develop such a framework and advanced understanding. Literary theory enables us to reconceptualise online courses as ‘texts’, thereby equipping us with more sophisticated modes of analysis for the teaching and learning process. By rethinking online courses as texts, and better yet as what Roland Barthes has described as ‘writerly’ texts, we can improve interaction in the online classroom. More importantly, we can move toward a more meaningful form of interaction, where learners interact with course content at the level of meaning and meaning making, where interaction becomes a full participation in the production of a lesson’s meaning. Indeed, this aim of co-producing meaning should be the primary objective of all learning. 相似文献